This microcredential represents the knowledge of how to teach inferences and models in a secondary classroom to support students in learning about the use of data to make simple predictions. As students progress, they learn how models and simulations can be used to examine theories and understand systems and how predictions and inferences are affected by complex and larger data sets. Please locate "01. PROFICIENCY SCALE – Data & Analysis – Inference & Models" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding of breaking down tasks into simpler tasks and combining tasks to create something more complex. In addition, earners will show how they effectively support students in learning about recognizing patterns to make use of general, reusable solutions for commonly occurring scenarios and clearly describing tasks in ways that are widely usable. This microcredential also asks earners to model a willingness to learn from others, continuously develop new skills, and design learning experiences that make connections to other disciplines and real-world contexts.

Students demonstrate their understanding of breaking tasks into simpler tasks and combining tasks to create something more complex. In addition, students will show how they effectively recognize patterns to use general, reusable solutions for commonly occurring scenarios and clearly describe tasks in widely usable ways.

Modularity involves breaking down tasks into simpler tasks and combining tasks to create something more complex. This microcredential represents the knowledge of how to teach modularity in a secondary classroom to support student learning of how algorithms and programs can be designed by breaking tasks into smaller parts and recombining existing solutions in the early grades. As students progress, they learn about recognizing patterns to make use of general, reusable solutions for commonly occurring scenarios and clearly describing tasks in ways that are widely usable. Please locate "01. PROFICIENCY SCALE – Algorithms & Programming – Modularity" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Computing devices communicate with each other across networks to share information. This microcredential represents the knowledge of how to teach network communication and organization in a secondary classroom to support student learning of how computers connect them to other people, places, and things around the world in the early grades. As students progress, they gain a deeper understanding of how information is sent and received across different types of networks. Please locate "01. PROFICIENCY SCALE – Networks & Internet – Network Communication & Organization" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding of how devices communicate across networks to share information. Additionally, earners must show supporting students in learning how computers connect them to other people, places, and things worldwide in the early grades. Finally, earners will also need to demonstrate how to evaluate tools and curricula and leverage resources to improve accessibility for all students.

Through a project, students demonstrate their understanding of how devices communicate across networks to share information. Additionally, students must show their learning of how computers connect them to other people, places, and things worldwide in the early grades.

Earners demonstrate their understanding of how programs are developed through a repeated design process until the programmer is satisfied with the solution. In addition, earners will demonstrate how to effectively support students in learning about the tradeoffs in program design associated with complex decisions involving user constraints, efficiency, ethics, and testing. Finally, this microcredential also asks teachers to demonstrate how they provide structured opportunities for students to collaborate in CS to develop students’ ability to deliver, receive, and respond to constructive feedback in the design, implementation, and review of computational artifacts.

Students demonstrate their understanding of how programs are developed through a repeated design process until the programmer is satisfied with the solution. In addition, students will demonstrate their learning about the tradeoffs in program design associated with complex decisions involving user constraints, efficiency, ethics, and testing.

Programs are developed through a design process that is often repeated until the programmer is satisfied with the solution. This microcredential represents the knowledge of how to teach program development in a secondary classroom to support student learning how and why people develop programs in the early grades. As students progress, they learn about the tradeoffs in program design associated with complex decisions involving user constraints, efficiency, ethics, and testing. Please locate "01. PROFICIENCY SCALE – Algorithms & Programming – Program Development" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners will demonstrate their understanding of digital citizenship fundamentals and appropriate use of digital media. In addition, earners will show how to effectively support students in learning the legal and ethical issues that shape computing practices and the considerations of using computing devices influencing behaviors affecting the safety and security of individuals. Finally, earners will also demonstrate how structural barriers and social and psychological factors contribute to at least one of the following: inequitable access, engagement, or achievement in computer science among marginalized groups, including a reflection on how issues of equity manifest in their computer science teaching context.

Through a project, students will demonstrate their understanding of digital citizenship fundamentals and the appropriate use of digital media. In addition, students will show their learning of the legal and ethical issues that shape computing practices and the considerations of using computing devices influencing behaviors affecting the safety and security of individuals.

This microcredential represents the knowledge of how to teach the use of computing in a secondary classroom to support student learning of the fundamentals of digital citizenship and appropriate use of digital media in the early grades. As students progress, they learn about the legal and ethical issues that shape computing practices. Legal and ethical considerations of using computing devices influence behaviors that can affect the safety and security of individuals. Please locate "01. PROFICIENCY SCALE – Impacts of Computing – Safety, Laws, and Ethics" in the resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding in using computing to support new ways of connecting people, communicating information, and expressing ideas. Additionally, earners show how to support students in learning that computing can connect people, support interpersonal communication, and how the social nature of computing affects institutions and careers in various sectors. Earners will also need to demonstrate how they meaningfully incorporate diverse perspectives and experiences of individuals from marginalized groups in curricular materials and instruction. Additionally, the earner will develop a personal teaching philosophy reflecting that all students can and should learn computer science.

This microcredential represents the knowledge of how to teach the use of computing in a secondary classroom to support new ways of connecting people, communicating information, and expressing ideas. This includes supporting students in learning that computing can connect people, support interpersonal communication, and how the social nature of computing affects institutions and careers in various sectors. Please locate "01. PROFICIENCY SCALE – Impacts of Computing – Social Interaction" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding of how data is stored on computers. Earners also show how they effectively support student learning in evaluating different storage methods, including the tradeoffs associated with these methods. Earners will need to demonstrate how they use formative assessments to provide timely, specific, and actionable feedback to students and to adjust instruction and develop students’ ability to interpret and use feedback from computers, teachers, peers, and the community.

Through a project, students demonstrate their understanding of how data is stored on computers. Students also show their learning in evaluating different storage methods, including the tradeoffs associated with them.

This microcredential represents the knowledge of how to teach storage in a secondary classroom to support students learning of how data is stored on computers. As students progress, they learn how to evaluate different storage methods, including the tradeoffs associated with these methods. Students learn that the core functions of computers are storing, representing, and retrieving data. Please locate "01. PROFICIENCY SCALE – Data & Analysis – Storage" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding of identifying computing system problems and the strategies used to resolve the issue systemically. Earners will demonstrate how to support students in learning how to use systematic problem-solving processes and develop their troubleshooting strategies based on a deeper understanding of how computing systems work. Earners will also need to demonstrate how to create and scaffold meaningful opportunities for students to discuss, read, and write about CS concepts and how they integrate CS practices.

Through a project, students will demonstrate their understanding of troubleshooting a computing system. Students will be asked to develop guidelines that convey systematic troubleshooting strategies that others can use to identify and resolve errors.

This microcredential represents the knowledge of how to teach the use of computing in a secondary classroom to support students in learning that identifying the problem is the first step to fixing it. As students progress, they learn systematic problem-solving processes and how to develop their own troubleshooting strategies based on a deeper understanding of how computing systems work. When computing systems do not work as intended, troubleshooting strategies help people solve the problem. Please locate "01. PROFICIENCY SCALE – Computing Systems – Troubleshooting" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.

Earners demonstrate their understanding of how computer programs store and manipulate data using variables. Earners will demonstrate how they support students in learning about variables and ways to organize extensive data collections into data structures of increasing complexity. Additionally, earners will need to show how they plan activities that use evidence-based, CS-specific teaching strategies to develop students’ conceptual understanding and proactively address student misconceptions in CS.

Through a project, students demonstrate their understanding of how computer programs store and manipulate data using variables. Students will demonstrate their understanding of variables and ways to organize extensive data collections into increasingly complex data structures.

Earners demonstrate their understanding of how computer programs store and manipulate data using variables. Earners will demonstrate how they support students in learning about variables and ways to organize extensive data collections into data structures of increasing complexity. Additionally, earners will need to show how they plan activities that use evidence-based, CS-specific teaching strategies to develop students’ conceptual understanding and proactively address student misconceptions in CS.